An assignment to US Army Cadet Command (USACC) as an Assistant Professor of Military Science (APMS) is personally and professionally rewarding. There are few assignments for officers where our primary role is leader development. In most assignments, we attend the occasional OPD/LPD and conduct counseling as directed by regulations. Serving in a role dedicated to developing ROTC cadets into junior officers provides the opportunity to impact the future of our organization, exercise mission command, and refine our leadership skills.
I can attest first-hand the impact cadre have on the professional development of cadets in ROTC. During my time as a cadet, my cadre directly shaped my leadership style by coaching, teaching, and mentoring. Although these terms are often used interchangeably, ROTC cadre must change “hats” based on the situation and cadets’ needs. My Senior Military Instructor, a Master Sergeant, taught military science class (teaching) and guided me to realize my current abilities. He helped me understand how to improve them (coaching). Furthermore, he was always available to provide career advice and impart his experience that informed his leadership style (mentorship).
Developing the Future Force
I grew a significant amount during my time as a cadet. I became aware of blind spots in my leadership and communication styles all while learning doctrine and individual soldier skills. My Professor of Military Science (PMS), a Lieutenant Colonel, expanded on this foundation during my senior year. I learned more about the officer role and how to work effectively with my NCOs. Both of these cadre provided examples of “what right looks like” through their words and deeds. Setting this standard early was instrumental in my development. I was held to the standard by two dedicated leaders who accepted nothing but my best effort, a mindset I would carry forward into my career.
The importance of these cadre positions in ROTC programs have not changed since my time as a cadet. Our nation is filled with talented and motivated young people who are seeking self-development and leadership experience. I am impressed by the quality of cadets I’ve interacted with and that is due in large part to their cadre who take the time to develop these young leaders. Our job isn’t to just impart lessons learned and tell them our war stories, it is to build adaptive leaders of character who are ready to tackle challenges we may have never faced (and of course some we have). This is a tremendous opportunity to positively impact the future of our organization. Only motivated, mature, and passionate cadre can accomplish it.
Risk
Often in USACC, cadre are separated geographically due to assignments to cross-town or satellite schools. Due to this arrangement, the APMS at that satellite school is largely responsible for all aspects of the program at that university. With only periodic interaction with the PMS, cadre are entrusted to operate based on mission orders and intent. The PMS must trust their cadre are competent and can exercise disciplined initiative to exploit opportunities for their cadets and the program as a whole.
Very few assignments allow this type of freedom and afford this level of responsibility to company-level officers. I represent the entire program when I routinely interact with school administration, prospective students and their families, alumni, faculty, and staff. This is a unique responsibility to exercise mission command. I have learned how to balance numerous requirements from different stakeholders in my program while also serving as faculty for our cadets. Operating in this environment provides motivated and talented leaders the opportunity to truly take the initiative and thrive.
However, officers who need prescriptive guidance and are unaccustomed to working with civilians, might struggle at first. Officers who are unsure if they can execute their duties in a somewhat unconstrained and ambiguous environment may need to ensure they check-in more frequently with the PMS to ensure they are executing in accordance with the PMS’s intent. This will in turn build their confidence and enable them to refine their abilities to operate more in line with the tenets of mission command.
Opportunities
All that said, you may receive orders to the host university and work directly with the ROTC PMS which presents different opportunities and challenges. Having daily interaction with a senior leader could be an excellent opportunity for professional development whether that leader is in your branch or not. You’ll learn from their experiences and have direct access to your boss when you need assistance. However, this proximity could also present some unique challenges. Sometimes you will take on tasks that are more appropriate for other cadre, simply due to your immediate availability.
Your PMS may like to make frequent unannounced office calls to engage in small talk or discuss ideas that distract you from your work. These are adaptive challenges that require you to carefully navigate a relationship with someone you need to work well with, but also need to help set boundaries so you can best do your job. Don’t be afraid to have these direct conversations. It will build your confidence, create a better working environment, and ultimately benefit the cadets as they see their cadre working as a team.
Self-Improvement
As professionals, we go through periodic Professional Military Education (PME) that immerses us in our branch-specific and general Army doctrine. We learn how to plan and coordinate, but we rarely receive instruction on how to manage and conduct a leadership development program. We hone our technical and tactical skills through our experience and partake in occasional leader development sessions with our supervisor or unit. It’s our job to teach classes to our unit, but no one showed us how to be an effective teacher. We simply did what we thought worked for us.
The ability to effectively communicate with and develop cadets, most of whom have no military experience, does not come naturally to most. Part of the cadre certification process for ROTC USACC is attending an approved instructor course. These educator courses discuss the Adult Learning Model which is imperative when instructing college students. Our inclination is to do what we know. That won’t always produce the results we want or need due to generational differences, motivation, and experience level. The differences between our cadets and cadre are real.
Leaders need to be incorporate them into our teaching methodology. Otherwise, we risk missing the mark and ultimately failing our cadets. Becoming a certified instructor is a great way to hone our skills as professionals. It will help you become a better communicator and a better leader. It takes maturity to acknowledge our own shortcomings and some vulnerability to try a new way. Take the risk; your cadets will appreciate your authenticity and you’ll grow in the process. You will make mistakes. But you will continue to improve if you take the time to reflect and make adjustments to your method.
So What?
When I was a junior Captain, I was discussing post-KD assignments with two different senior leaders. One told me that taking an APMS assignment was a “career killer.” He said that I should pursue a more challenging assignment as an OC/T or teach at my Center of Excellence. I spoke to another senior leader, and he told me the exact opposite. He said that he always wanted an APMS role.
The jury is still out on who was correct. But, I know I am a more effective and empathetic leader due to my time as an ROTC APMS. I more fully understand the Army’s leadership doctrine and have refined my leadership development and communication skills. Watching motivated cadets grow and learn has been incredibly rewarding. Playing a part in their leadership journey is the opportunity of a career. If you want to have an impact on young leaders, practice mission command, and hone your leadership skills – consider being an APMS.